The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
A Continuing Conversation on Teaching: An Evaluation of a Decade-Long Lilly Teaching Fellows Program 1986-1996
Abstract
This study assesses what difference the Lilly Teaching Fellows Program at the University of Massachusetts-Amherst has made in its first ten years, both to the fellows who have participated in it and to the University community. Based on a survey of the fellows, the study concludes that the program has had significant positive effects on teaching skills and attitudes, collegiality, research and service. The study also assesses the seven major components of the Lilly Program and suggests ways in which they might be improved The author then recommends increased institutional support for teaching to decrease the tensions between the programs' emphasis on teaching and institutional emphasis on research.
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“Junior faculty communities will make a positive impact on the culture of an institution over the years if given multi-year support (Cox, 1995;List, 1997).”
From 5: Faculty Learning Communities: Change Agents for Transforming Institutions into Learning Organizations (2001) · cites this paper as List, 1997
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Citations
Cites
Academic Leaders and Faculty Developers: Creating an Institutional Culture That Values Teaching
Aitken, N. D., & Sorcinelli, M. D. (1994) · To improve the academy · doi:10.1002/j.2334-4822.1994.tb00257.x · Cited by 25
Supporting junior faculty through a teaching fellows program
Austin, A. E. (1992) · New Directions for Teaching and Learning · doi:10.1002/tl.37219925009 · Cited by 25
Supporting the Professor as Teacher: The Lilly Teaching Fellows Program
Austin, A. E. (1992) · Review of higher education/The review of higher education · doi:10.1353/rhe.1992.0004 · Cited by 18
Reclaiming Teaching Excellence: Miami University's Teaching Scholars Program
Cox, M. D. (1994) · To improve the academy · doi:10.1002/j.2334-4822.1994.tb00258.x · Cited by 12
Research works printed but not linked: 1
- Austin, 1990, To leave an indelible mark: Encouraging good teaching in research universities through faculty development
Cited by
Cox, M. D. (2001) · To Improve the Academy · doi:10.1002/j.2334-4822.2001.tb00525.x · Cited by 170
Cox, M. D. (2001) · To Improve the Academy · doi:10.3998/tia.17063888.0019.008 · Cited by 32
Metadata
- Authors
- List, K.
- Affiliations
- University of Massachusetts-Amherst
- Venue
- To Improve the Academy
- Publisher
- University of Michigan Library
- Published
- 1997-06
- Volume
- 16
- Issue
- 1
- Pages
- 201-224
- ISSN
- 2334-4822
- Cited by
- 2
- References
- 4
- Language
- en
- Licence
- doi.wiley.com/10.1002/tdm_license_1.1 (tdm)
- onlinelibrary.wiley.com/termsAndConditions#vor (vor, 7436 d)
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
